Applied Design, Skills, and Technologies 9

2016/17
Applied Design, Skills, and Technologies K 1 2 3 4 5 6 7 8 9
Curriculum Applied Design, Skills, and Technologies Grade 9 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Resources
Curriculum Overview
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Big Ideas

Grandes idées

Social, ethical, and sustainability considerations impact design.
Complex tasks require the sequencing of skills.
Complex tasks require different technologies and tools at different stages.

Learning Standards

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Curricular Competencies

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Students are expected to be able to do the following:
Understanding context
  • Engage in a period of research
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    research
    seeking knowledge from other people as experts (e.g., First Peoples Elders), secondary sources, and collective pools of knowledge in communities and collaborative atmospheres 
    and empathetic observation
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    empathetic observation
    aimed at understanding the values and beliefs of other cultures and the diverse motivations and needs of different people 
    in order to understand design opportunities
Defining
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Defining
setting parameters 
  • Choose a design opportunity
  • Identify potential users and relevant contextual factors
  • Identify criteria for success, intended impact, and any constraints
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    constraints
    limiting factors such as task or user requirements, materials, expense, environmental impact, issues of appropriation, and knowledge that is considered sacred 
Ideating
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Ideating
forming ideas or concepts 
  • Take creative risks in generating ideas and add to others’ ideas in ways that enhance them
  • Screen ideas against criteria and constraints
  • Critically analyze and prioritize competing factors, including social, ethical, and sustainability considerations, to meet community needs for preferred futures
  • Choose an idea to pursue, keeping other potentially viable ideas open
Prototyping
  • Identify and use sources of inspiration
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    sources of inspiration
    may include experiences; traditional cultural knowledge and approaches, including those of First Peoples; places, including the land and its natural resources and analogous settings; and people, including users, experts, and thought leaders 
    and information
  • Choose a form for prototyping and develop a plan
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    plan
    for example, pictorial drawings, sketches, flow charts 
    that includes key stages and resources
  • Evaluate a variety of materials for effective use and potential for reuse, recycling, and biodegradability
  • Prototype, making changes to tools, materials, and procedures as needed
  • Record iterations
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    iterations
    repetitions of a process with the aim of approaching a desired result 
    of prototyping
Testing
  • Identify sources of feedback
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    sources of feedback
    may include peers; users; keepers of traditional cultural knowledge and approaches, including those of First Peoples; and other experts 
  • Develop an appropriate test
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    appropriate test
    consider conditions, number of trials 
    of the prototype
  • Conduct the test, collect and compile data, evaluate data, and decide on changes
  • Iterate the prototype or abandon the design idea
Making
  • Identify and use appropriate tools, technologies
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    technologies
    things that extend human capabilities 
    , materials, and processes for production
  • Make a step-by-step plan for production and carry it out, making changes as needed
  • Use materials in ways that minimize waste
Sharing
  • Decide on how and with whom to share
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    share
    may include showing to others, use by others, giving away, or marketing and selling 
    their product
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    product
    for example, a physical product, a process, a system, a service, or a designed environment 
    and processes
  • Demonstrate their product to potential users, providing a rationale for the selected solution, modifications, and procedures, using appropriate terminology
  • Critically evaluate the success of their product, and explain how their design ideas contribute to the individual, family, community, and/or environment
  • Critically reflect on their design thinking and processes, and evaluate their ability to work effectively both as individuals and collaboratively in a group, including their ability to share and maintain an efficient co-operative work space
  • Identify new design issues
Demonstrate an awareness of precautionary and emergency safety procedures in both physical and digital environments
Identify the skills and skill levels needed, individually or as a group, in relation to specific projects, and develop and refine them as needed
Choose, adapt, and if necessary learn about appropriate tools and technologies to use for tasks
Evaluate the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use
Evaluate how the land, natural resources, and culture influence the development and use of tools and technologies

Content

The curriculum is designed to be offered in modules or courses of various lengths. There are more Content learning standards for Grade 9, as schools often offer these as full courses. Schools are required to provide students with the equivalent of a full-year “course” in Applied Design, Skills, and Technologies. This “course” can be made up of one or more of the modules listed below. Schools may choose from among the modules provided in the provincial curriculum or develop new modules that use the Curricular Competencies of Applied Design, Skills, and Technologies 9 with locally developed content. Locally developed modules can be offered in addition to, or instead of, the modules in the provincial curriculum.
Students are expected to know the following:
Drafting

Electronics and Robotics

  • uses of electronics and robotics
  • components
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    components
    power source, conductor, load 
    of an electric circuit
  • ways in which various electrical components
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    electrical components
    for example, diodes, LEDs, resistors, capacitors, transistors, ICs (integrated circuits), SCRs (silicon controlled rectifiers), regulators 
    affect the path of electricity
  • Ohm's law
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    Ohm's law
    describes how voltage, current, and resistance are related: V=IR 
  • platforms
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    platforms
    for example, VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino 
    for PCB (printed circuit board) production
  • basic robot behaviours using input/output devices
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    input/output devices
    for example, gyro sensors, bump, motion, sound, light, infrared 
    , movement- and sensor-based responses, and microcontrollers
  • mechanical devices
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    mechanical devices
    for example, gears, belts, pulleys, chains, sprockets, linear actuators, pneumatics, bearings, slides 
    for the transfer of mechanical energy
  • mechanical advantage and power efficiency, including friction, force, and torque
  • robotics coding
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    coding
    for example, G-code, C++, Sketch 
  • various platforms
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    platforms
    for example, VEX, VEX IQ, LEGO Mindstorms/NXT, Arduino, EasyC, RobotC, Scratch for Arduino 
    for robotics programming
Entrepreneurship and Marketing
  • risks and benefits of entrepreneurship
  • the role of social entrepreneurship in First Nations communities 
  • ways of decreasing production costs through training and technological advancement
  • flow of goods and services from producers to consumers
  • identification
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    identification
    for example, business name, slogan, logo 
    of a good or service that ensures brand recognition
  • marketing strategies using the 4 Ps: product, price, promotion, and placement
  • market segmentation by demographic
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    demographic
    age, gender, occupation, and education of customers 
    , geographic
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    geographic
    size and location of a market area 
    , psychographic
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    psychographic
    general personality and lifestyle preferences of a customer base 
    , and purchasing pattern
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    purchasing pattern
    buying behaviour of customers 
  • evolving consumer needs and wants
  • role of online technologies in expanding access to goods and services
  • sources of financing
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    sources of financing
    for example, banks, private lending firms, crowdfunding, government grants 
    for a new venture or start-up business
  • measurement
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    measurement
    profit, loss, asset, liability; financial documents to represent health of a business 
    of financial success and failure 
Food Studies
  • pathogenic microbes
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    pathogenic microbes
    for example, salmonella, E. coli 0157:H7, staphylococcus 
    associated with food-borne illnesses
  • components of food preparation, including use and adaptations of ingredients, techniques, and equipment
  • health, economic, and environmental factors
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    factors
    for example, global food systems, balanced eating/nutrition, food waste, food marketing, food trends, ethics 
    that influence availability and choice of food in personal, local, and global contexts
  • ethical issues
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    ethical issues
    for example, environment, conditions, rights of workers and animals 
    related to food systems
  • First Peoples traditional food use, including ingredients, harvesting/gathering, storage, preparation, and preservation
Information and Communications Technologies
  • text-based coding
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    text-based coding
    HTML, CSS, JavaScript 
  • binary representation of various data types, including text, sound, pictures, video
  • drag-and-drop mobile development
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    drag-and-drop mobile development
    for example, Vizwik 
  • programming modular components
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    modular components
    for example, Arduino, Raspberry Pi, LEGO Mindstorms 
  • development and collaboration in a cloud-based environment
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    cloud-based environment
    for example, Cloud 9, GitHub 
  • design and function of networking hardware and topology, including wired and wireless network router types, switches, hubs, wireless transfer systems
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    wireless transfer systems
    for example, NFID, Bluetooth, mobile payments 
    , and client-server relationships
  • functions of operating systems, including mobile, open source, and proprietary systems
  • current and future impacts
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    impacts
    potential to support collaboration, sharing, and communication; data storage and privacy 
    of evolving web standards and cloud-based technologies
  • design for the web
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    design for the web
    digital creation and manipulation of videos and images for a web-based purpose 
  • strategies for curating and managing personal digital content, including management, personalization, organization, maintenance, contribution, creation, and publishing of digital content
  • relationships
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    relationships
    for example, local and global impacts of evolving communication and mobile devices, socio-economic digital divide, technology and gender, social media and social movements, social media and politics, inequality of access, technology and democracy, information as a commodity 
    between technology and social change
  • strategies to manage and maintain personal learning networks
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    personal learning networks
    personalized digital instructional tools to share and authenticate learning 
    , including content consumption and creation
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    content consumption and creation
    web forums, tutorials, videos, digital resources, listservs, global communities, group communication and etiquette, online learning, MOOCS, open courseware, broadcasting 
  • keyboarding techniques
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    keyboarding techniques
    for example, physical hand and foot placement, posture, development of touch typing skills, use of “home row” ASDFJKL techniques 
Media Arts
  • digital and non-digital
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    digital and non-digital
    for example video production, layout and design, graphics and images, photography (digital and traditional), new emerging media processes (performance art, collaborative work, sound art, network art, kinetic art, biotechnical art, robotic art, space art) 
    media technologies, their distinguishing characteristics and uses
  • techniques for organizing ideas to structure information and story through media conventions
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    conventions
    traditional or culturally accepted ways of doing things based on audience expectations. Each media form has hundreds of conventions that have been built up over time and are widely accepted by audiences. 
  • media production skills
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    media production skills
    editing and publishing to shape the technical and symbolic elements of images, sounds, and text 
  • standards-compliant technology
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    standards-compliant technology
    layout conventions, mark-up language, current web standards, or other digital media compliance requirements ethical, moral, legal considerations and regulatory issues: for example, in relation to duplication, copyright, appropriation, and ownership of rights 
  • ethical, moral, legal considerations and regulatory issues
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    ethical, moral, legal considerations and regulatory issues
    for example, in relation to duplication, copyright, appropriation, and ownership of rights 
  • technical and symbolic elements that can be used in storytelling
  • specific features and purposes of media artworks from the present and the past to explore viewpoints, including those of First Peoples
  • specific purposes of media use in the social advocacy of First Peoples in Canada
  • influences of digital media in society
Metalwork
  • basic metallurgy
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    basic metallurgy
    identification, characteristics, and properties of different metals, and characteristics of metal in a variety of formats and gauges 
  • range of uses
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    uses
    for example, art metal, jewellery, stained glass, tools, sheet metal boxes, medieval armour 
    of metalwork
  • welding
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    welding
    for example, arc, oxygen-acetylene, and MIG welding 
  • fabrication techniques and processes
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    techniques and processes
    for example, plasma and gas cutting, machining (turning, milling, forming, knurling), boring 
    using hand tools
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    hand tools
    for example, wrench, socket, ratchet, ignition tools, hammer, chisel, punch, extractor, HeliCoil, ring compressor/expander, honing tool, hand valve grinding tool 
    and stationary equipment
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    stationary equipment
    for example, sandblaster, band saw, drill press, grinder, sander, buffing wheel, lathe, horizontal band saw, Beverly shear, Whitney punch, benders, hydraulic press, spincaster, forge 
  • foundry processes, including creating patterns and moulds, and casting
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    casting
    for example, lost wax casting, sand casting, investment casting, spin casting 
  • recycling and repurposing of materials
Power Technology
  • energy transmission and applications
  • efficiency, including energy loss in the form of thermal energy
  • thermodynamics
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    thermodynamics
    relationship between heat and other forms of energy 
  • types of fuels and methods of converting fuels to mechanical energy
  • alternative energy sources
  • small engine systems
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    small engine systems
    for example, ignition, fuel system, combustion cycle 
  • mechanical measurement devices
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    mechanical measurement devices
    for example, torque wrench, feeler gauge, telescopic, micrometer, Vernier caliper, Plastigauge 
  • power technology hand tools
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    hand tools
    for example, wrench, socket, ratchet, ignition tools, hammer, chisel, punch, extractor, HeliCoil, ring compressor/expander, honing tool, hand valve grinding tool 
  • effects of forces
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    forces
    for example, tension, torsion, torque, shear, bending, compression 
    on devices
  • manuals as information sources
Textiles
  • natural and manufactured fibres, including their origins, characteristics, uses, and care
  • strategies for using and modifying simple patterns
  • elements of design used in the design of a textile item
  • social factors that influence textile choices and the impact of those choices on local communities
  • role of textiles in First Peoples cultures
Woodwork
  • importance of woodwork in historical and cultural contexts, locally and throughout Canada
  • identification, characteristics, properties, and uses of wood from various tree species
  • techniques for adjusting plans and drawings
  • woodworking techniques
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    techniques
    for example, shaping, laminating, turning, abrasives, adhesives, finishing 
    and traditional
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    traditional
    for example, box joint, splined mitre, lapped joint 
    and non-traditional
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    non-traditional
    for example, biscuits, brads 
    joinery using a variety of tools and equipment, including stationary power equipment
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    stationary power equipment
    for example, jointer, planer, lathe, router table, table saw, chop saw, band saw, thickness sander, disc/belt sander, spindle sander, mortise machine, drill press, scroll saw 
  • the relationship between First Peoples culturally modified trees and the sustainable use of wood
  • issues
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    issues
    rate of harvest; effects of logging and replanting on ecosystems 
    in the sustainable use of wood
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.